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�ASSIGNMENT (100%)�Part 2 & 3 – Video B��EQL 671:� QUALITATIVE RESEARCH METHOD IN EDUCATION

Dr Kim Teng Siang

kskim2007@gmail.com

012-4661131

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Part 2 (15%) – 5 pages

  • The Generic Qualitative Method is widely used in education and it does have to follow the procedures of any one particular method. Critically discuss the guidelines you would follow when using the Generic Qualitative Method to collect data.

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  • Guidelines:
  • You decide on the format
  • Use your own words
  • You DO NOT have to cite or quote sources.
  • Do not be afraid to give your own views and opinions

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What is Generic Qualitative Research?�- 1 page

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  • Definitions and examples
  • Why use this method – advantages
  • Procedures of this method – not fixed
  • Data collection methods and analysis

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�Definitions of GENERIC QUALITATIVE RESEARCH �

  • Thorne (1997) used the term “noncategorical qualitative research”; Sandelowski (2000) “fundamental qualitative method”; Merriam (1998) “generic qualitative method”; “basic interpretative qualitative study (2002).
  • generic qualitative method is a method that “simply seeks to discover and understand a phenomenon, a process or the perspectives and worldviews of the people involved” (Merriam, 1998. p.11).
  • does not have a guiding set of philosophic assumptions in the form of one established qualitative methodology.
  • exhibits some or all of the characteristics of other methodologies or approaches but makes no claim to any particular qualitative method.
  • will use the techniques of ethnography, the case study method, grounded theory and the techniques of action research, but does not claim it is either ethnography, case study, grounded theory or action research

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Why Generic Qualitative method?

  • Quite common and popular
  • Save time
  • Addressed the needs in applied disciplines
  • Less demanding option
  • Conflicting arguments about the qualitative approach or methodology

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Guidelines to follow in data collection�(3-4 pages)

  • Discuss various suitable data collection methods according to the Research Goals and Research Questions
  • Guidelines and considerations in data collection: before, during and after

(also refer to Question 6 – mini project)

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Other issues like

  • Triangulation
  • Validity and reliability issues
  • Ethical issues
  • Safety issues

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GUIDELINES FOR using THE GENERIC QUALITATIVE METHOD? �

  • may incorporate many of the elements of ethnography, action research and the case study, but cannot be considered to belong purely to any of these qualitative methods.
  • focus is on the identification of patterns and categories with the aim of describing phenomena.
  • Besides description, the data is interpreted to explain phenomena but not with the intention of building or developing theory.
  • techniques that may be employed in a Generic Qualitative Method depending on the objectives of the study.

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��CHECKLIST FOR THE GENERIC QUALITATIVE METHOD �[an adaptation of the Checklist by the National Institute for Health and Clinical Excellence, (2009, & Spencer, Ritchie, Lewis and Dillon, 2003] �

1. Are you convinced that a qualitative approach is appropriate?

2. Are you clear as to what your study seeks to do?

3. How defensible or rigorous is your research design or methodology?

4. How well was the data collection carried out?

5. Is the role of the researcher clearly described?

6. Did you clearly described the context?

7. Were the methods reliable?

8. Is the data analysis sufficiently rigorous?

9. Are the data “rich”?

10. Is the analysis reliable?

11. Are the findings convincing?

12. Are the findings relevant to the aims of the study?

13. Are the conclusion adequate?

14. How clear and coherent is the reporting of ethical

consideration

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Part 3 (15%) – 5 pages�

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Qualitative research is based on phenomenology while quantitative research is based on positivism. Analyse the difference between qualitative and quantitative research in education. Provide examples to support your answer.

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Guidelines:

  • You decide on the format
  • Use your own words
  • You DO NOT have to cite or quote sources.
  • Do not be afraid to give your own views and opinions
  • Font Times Roman and 1.5 spacing.

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Philosophy

Phenomenology:

  • focuses on the processes and experiences one goes through

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  • study of “phenomena” – a complex concept and not directly observable by an external observable;

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  • Subjective

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  • ‘intersubjectivity’ is often used as a mechanism for understanding how people give meaning or interpret their experiences (Benz, & Newman, 1998).

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Positivism:

  • reality is stable, observable and can be measured.

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  • Knowledge obtained by using scientific method which is objective and measurable;

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  • no value judgements, only statements which can be tested scientifically, using methods that are agreed on by the scientific community.

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www.http.learningdomain.com 11

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www.http.learningdomain.com

Aspect Qualitative Quantitative ________________________________________________________________________

1. Philosophy: Phenomenology Positivism

2. Goal: Understand, meaning Prediction, test hypothesis

3. Focus: Quality (features) Quantity (how much, numbers)

4. Method: Ethnography/Action research Experiments/Correlation

5. Data collection: Interviews, observation Questionnaire, scales,

documents, artifacts tests, inventories

6. Research Design: Flexible, emerging Structured, predetermined

7. Sample: Small, purposeful Large, random, representation

8. Generalisation: Unique case selection Generalisation

9. Analysis: Inductive (by the researcher) Deductive (by statistical methods)

10. Role of Researcher: Immersed Detached

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Examples for the Differences �in Each Aspect

  • Problem of School Drop-Out

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  • Consequence of pandemic lock down to school children